The Importance of Effective CommunicationIntroduction

People in organizations typically spend over 75% of their time in an interpersonal situation; thus it is no surprise to find that at the root of a large number of organizational problems is poor communications. Effective communication is an essential component of organizational success whether it is at the interpersonal, intergroup, intragroup, organizational, or external levels. In this chapter we will cover the basic process of communication and then we will cover some of the most difficult communication issues managers face-providing constructive and effective feedback and performance appraisal.

The Communication Process

Although all of us have been communicating with others since our infancy, the process of transmitting information from an individual (or group) to another is a very complex process with many sources of potential error. Consider the simple example:

Terry: "I won't make it to work again tomorrow; this pregnancy keeps me nausious and my doctor says I should probably be reduced to part time.

Boss: Terry, this is the third day you've missed and your appointments keep backing up; we have to cover for you and this is messing all of us up.

Message to be sent

decodesome error likely

encoded by receiversome error likely)

message received

In any communication at least some of the "meaning" lost in simple transmission of a message from the sender to the receiver. In many situations a lot of the true message is lost and the message that is heard is often far different than the one intended. This is most obvious in cross-cultural situations where language is an issue. But it is also common among people of the same cuture. Look at the example. Terry has what appears to be a simple message to convey-she won't make it to work today because of nausia. But she had to translate the thoughts into words and this is the first potential source of error. Was she just

trying to convey that she would be late; was she trying to convey anything else. It turns out she was. She was upset because she perceived that her co-workers weren't as sympathetic to her situation as they should be. Her co-workers, however, were really being pressured by Terry's continued absences, and her late calls. They wished she would just take a leave of absence, but Terry refuses because she would have to take it without pay. Thus what appears to be a simple communication is, in reality, quite complex. Terry is communicating far more than that she would miss work; she is conveying a number of complex emotions, complicated by her own complex feelings about pregnancy, work, and her future. She sent a message but the message is more than the words; it includes the tone, the timing of the call, and the way she expressed herself. Similarly, the boss goes through a complex communication process in "hearing" the message. The message that Terry sent had to be decoded and given meaning. There are many ways to decode the simple message that Terry gave and the way the message is heard will influence the response to Terry. In this case the boss heard far more than a simple message that Terry won't be at work today. The boss "heard" hostility from Terry, indifference, lack of consideration, among other emotions. Terry may not have meant this, but this is what the boss heard. Communications is so difficult because at each step in the process there major potential for error. By the time a message gets from a sender to a receiver there are four basic places where transmission errors can take place and at each place, there are a multitude of potential sources of error. Thus it is no surprise that social psychologists estimate that there is usually a 40-60% loss of meaning in the transmission of messages from sender to receiver. It is critical to understand this process, understand and be aware of the potential sources of errors and constantly counteract these tendencies by making a conscientious effort to make sure there is a minimal loss of meaning in your conversation. It is also very important to understand that a majoring of communication is non-verbal. This means that when we attribute meaning to what someone else is saying, the verbal part of the message actually means less than the non-verbal part. The non-verbal part includes such things as body language and tone.

Barriers to Effective Communication

There are a wide number of sources of noise or interference that can enter into the communication process. This can occur when people now each other very well and should understand the sources of error. In a work setting, it is even more common since interactions involve people who not only don't have years of experience with each other, but communication is complicated by the complex and often conflictual relationships that exist at work. In a work setting, the following suggests a number of sources of noise:

Language: The choice of words or language in which a sender encodes a message will influence the quality of communication. Because language is a symbolic representation of a phenomenon, room for interpreation and distortion of the meaning exists. In the above example, the Boss uses language (this is the third day you've missed) that is likely to convey far more than objective information. To Terry it conveys indifference to her medical problems. Note that the same words will be interpreted different by each different person. Meaning has to be given to words and many factors affect how an individual will attribute meaning to particular words. It is important to note that no two people will attribute the exact same meaning to the same words.

defensiveness, distorted perceptions, guilt, project, transference, distortions from the past

misreading of body language, tone and other non-verbal forms of communication (see section below)

noisy transmission (unreliable messages, inconsistency) receiver distortion: selective hearing, ignoring non-verbal cues power struggles self-fulfilling assupmtions language-different levels of meaning managers hesitation to be candid assumptions-eg. assuming others see situation same as you, has same

feelings as you distrusted source, erroneous translation, value judgment, state of mind of

two people Perceptual Biases: People attend to stimuli in the environment in very

different ways. We each have shortcuts that we use to organize data. Invariably, these shortcuts introduce some biases into communication. Some of these shortcuts include stereotyping, projection, and self-fulfilling prophecies. Stereotyping is one of the most common. This is when we assume that the other person has certain characteristics based on the group to which they belong without validating that they in fact have these characteristics.

Interpersonal Relationships: How we perceive communication is affected by the past experience with the individual. Percpetion is also affected by the organizational relationship two people have. For example, communication from a superior may be perceived differently than that from a subordinate or peer

Cultural Differences: Effective communication requires deciphering the basic values, motives, aspirations, and assumptions that operate across geographical lines. Given some dramatic differences across cultures in approaches to such areas as time, space, and privacy, the opportunities for mis-communication while we are in cross-cultural situations are plentiful.

You work in a Japanese company in the US. You have noticed that the Japanese staff explains only the conclusion to Americans when they address a problem, rather than discussin the steps to the conclusion. Also , the Japanese staff sends

reports directly to Japan without showing them to you.

Reading Nonverbal Communication Cues

A large percentage (studies suggest over 90%) of the meaning we derive from communication, we derive from the non-verbal cues that the other person gives. Often a person says one thing but communicates something totaly different through vocal intonation and body language. These mixed signals force the receiver to choose between the verbal and nonverbal parts of the message. Most often, the receiver chooses the nonverbal aspects. Mixed messages create tension and distrust because the receiver senses that the communicator is hiding something or is being less than candid. Nonverbal communication is made up of the following parts:

1. Visual 2. Tactile 3. Vocal 4. Use of time, space, and image

Visual: This often called body language and includes facial expression, eye movement, posture, and gestures. The face is the biggest part of this. All of us "read" people's faces for ways to interpret what they say and feel. This fact becomes very apparent when we deal with someone with dark sunglasses. Of course we can easily misread these cues especially when communicating across cultures where gestures can mean something very

different in another culture. For example, in American culture agreement might be indicated by the head going up and down whereas in India, a side-to-side head movement might mean the same thing. We also look to posture to provide cues about the communicator; posture can indicate self-confidence, aggressiveness, fear, guilt, or anxiety. Similarly, we look at gestures such as how we hold our hands, or a handshake. Many gestures are culture bound and susceptible to misinterpreation

Tactile: This involves the use of touch to impart meaning as in a handshake, a pat on the back, an arm around the shoulder, a kiss, or a hug.

Vocal: The meaning of words can be altered significatnly by changing the intonation of one's voice. Think of how many ways you can say "no"-you could express mild doubt, terror, amazement, anger among other emotions. Vocal meanings vary across cultures. Intonation in one culture can mean support; another anger

Use of Time as Nonverbal Communication: Use of time can communicate how we view our own status and power in relation to others. Think about how a subordinate and his/her boss would view arriving at a place for an agreed upon meeting..

Physical Space: For most of us, someone standing very close to us makes us uncomfortable. We feel our "space" has been invaded. People seek to extend their territory in many ways to attain power and intimacy. We tend to mark our territory either with permanent walls, or in a classroom with our coat, pen, paper, etc. We like to protect and control our territory. For Americans, the "intimate zone" is about two feet; this can vary from culture to culture. This zone is reserved for our closest friends. The "personal zone" from about 2-4 feet usually is reserved for family and friends. The social zone (4-12 feet) is where most business transactions take place. The "public zone" (over 12 feet) is used for lectures.

At the risk of stereotyping, we will generalize and state that Americans and Northern Europeans typify the noncontact group with small amounts of touching and relativley large spaces between them during transactions. Arabs and Latins normally stand closer together and do a lot of touching during communication. Similarly, we use "things" to communicate. This can involve expensive things, neat or messy things, photographs, plants, etc. Image: We use clothing and other

dimensions of physical appearance to communicate our values and expectations Nonverbal Communication:

The use of gestures, movements, material things, time, and space can clarify or confuse the meaning of verbal communication. In the above example, factors such as Terry's tone, the time of Terry's call, will probably play a greater role in how the message is interpreted than the actual words themselves. Similarly, the tone of the boss will probably have a greater impact on how his message is interpreted than the actual words.

A "majority" of the meaning we attribute to words comes not from the words themselves, but from nonverbal factors such as gestures, facial expressions, tone, body language, etc. Nonverbal cues can play five roles:

1. Repetition: they can repeat the message the person is making verbally 2. Contradiction: they can contradict a message the individual is trying

to convey 3. Substitution: they can substitute for a verbal message. For example, a

person's eyes can often convery a far more vivid message than words and often do

4. Complementing: they may add to or complement a vebal message. A boss who pats a person on the back in addition to giving praise can increase the impact of the message

5. Accenting: non-verbal communication may accept or underline a verbal message. Pounding the table, for example, can underline a message.

Skillful communicators understand the importance of nonverbal communication and use it to increase their effectiveness, as well as use it to understand mroe clearly what someone else is really saying. A word of warning. Nonverbal cues can differ dramatically from culture to culture. An American hand gesture meaning "A-OK" would be viewed as obscene in some South American countries. Be careful.

Developing Communication Skills: Listening Skills

There are a number of situations when you need to solicit good information from others; these situations include interviewing candidates, solving work

problems, seeking to help an employee on work performance, and finding out reasons for performance discrepancies. Skill in communication involves a number of specific strengths. The first we will discuss involves listening skills. The following lists some suggests for effective listening when confronted with a problem at work:

Listen openly and with empathy to the other person Judge the content, not the messenger or delivery; comprehend before

you judge Use multiple techniques to fully comprehend (ask, repeat, rephrase,

etc.) Active body state; fight distractions Ask the other person for as much detail as he/she can provide;

paraphrase what the other is saying to make sure you understand it and check for understanding

Respond in an interested way that shows you understand the problem and the employee's concern

Attend to non-verbal cues, body language, not just words; listen between the lines

Ask the other for his views or suggestions State your position openly; be specific, not global Communicate your feelings but don't act them out (eg. tell a person

that his behavior really upsets you; don't get angry) Be descriptive, not evaluative-describe objectively, your reactions,

consequences Be validating, not invalidating ("You wouldn't understand");

acknowledge other;'s uniqueness, importance Be conjunctive, not disjunctive (not "I want to discuss this regardless

of what you want to discuss"); Don't totally control conversation; acknowledge what was said Own up: use "I", not "They"... not "I've heard you are noncooperative" Don't react to emotional words, but interpret their purpose Practice supportive listening, not one way listening Decide on specific follow-up actions and specific follow up dates

A major source of problem in communication is defensiveness. Effective communicators are aware that defensiveness is a typical response in a work situation especially when negative information or criticism is involved. Be aware that defensiveness is common, particularly with subordinates when you are dealing with a problem. Try to make adjustments to compensate for the likely defensiveness. Realize that when people feel threatened they will

try to protect themselves; this is natural. This defensiveness can take the form of aggression, anger, competitiveness, avoidance among other responses. A skillful listener is aware of the potential for defensiveness and makes needed adjustment. He or she is aware that self-protection is necessary and avoids making the other person spend energy defending the self. In addition, a supportive and effective listener does the following:

Stop Talking: Asks the other person for as much detail as he/she can provide; asks for other's views and suggestions

Looks at the person, listens openly and with empathy to the employee; is clear about his position; be patient

Listen and Respond in an interested way that shows you understand the problem and the other's concern

is validating, not invalidating ("You wouldn't understand"); acknowledge other;'s uniqueness, importance

checks for understanding; paraphrases; asks questions for clarification don't control conversation; acknowledges what was said; let's the

other finish before responding Focuses on the problem, not the person; is descriptive and specific,

not evaluative; focuses on content, not delivery or emotion Attend to emotional as well as cognitive messages (e.g., anger); aware

of non-verbal cues, body language, etc.; listen between the lines React to the message, not the person, delivery or emotion Make sure you comprehend before you judge; ask questions Use many techniques to fully comprehend Stay in an active body state to aid listening Fight distractions ( if in a work situation) Take Notes; Decide on specific follow-up

actions and specific follow up dates

Constructive Feedback: Developing your Skills

"I don't know how to turn her performance around; she never used to have these attendance problems and her work used to be so good; I don't know why this is happening and what to do." This manager is struggling with one of the most important yet trickiest and most difficult management tasks: providing contructive and useful feedback

to others. Effective feedback is absolutely essential to organizational effectiveness; people must know where they are and where to go next in terms of expectations and goals-yours, their own, and the organization. Feedback taps basic human needs-to improve, to compete, to be accurate; people want to be competent. Feedback can be reinforcing; if given properly, feedback is almost always appreciated and motivates people to improve. But for many people, daily work is like bowling with a curtain placed between them and the pins; they receive little information. Be aware of the many reasons why people are hesitant to give feedback; they include fear of causing embarassment, discomfort, fear of an emotional reaction, and inability to handle the reaction. It is crucial that we realize how critical feedback can be and overcome our difficulties; it is very important and can be very rewarding but it requires skill, understanding, courage, and respect for yourself and others. Withholding constructive feedback is like sending people out on a dangerous hike without a compass. This is especially true in today's fast changing and demanding workplace

Why managers are often reluctant to provide feedback

As important as feedback is, this critical managerial task remains one of the most problematic. Many managers would rather have root canal work than provide feedback to another-especially feedback that might be viewed as critical. Why are managers so reluctant to provide feedback? The Reasons are many:

fear of the other person's reaction; people can get very defensive and emotional when confronted with feedback and many managers are very fearful of the reaction

the feedback may be based on subjective feeling and the manager may be unable to give concrete information if the other person questions the basis for the feedback

the information on which the feedback is based (eg. performance appraisal) may be a very flawed process and the manager may not totally trust the information

many managers would prefer being a coach than "playing God."

Other factors get in the way of effective communication or feedback sessions. Some of these reasons are:

defensiveness, distorted perceptions, guilt, project, transference, distortions from the past

misreading of body language, tone noisy transmission (unreliable messages, inconsistency) receiver distortion: selective hearing, ignoring non-verbal cues power struggles self-fulfilling assupmtions language-different levels of meaning managers hesitation to be candid assumptions-eg. assuming others see situation same as you, has same

feelings as you distrusted source, erroneous translation, value judgment, state of mind

of two people

Characteristics of Effective Feedback

Effective Feedback has most of the following characteristics: descriptive (not evaluative)(avoids defensiveness.) By describing

one's own reactions, it leaves the individual fee to use it or not to use it as he sees fit..

avoid accusations; present data if necessary describe your own reactions or feelings; describe objective

consequences that have or will occur; focus on behavior and your own reaction, not on other individual or his or her attributes

suggest more acceptable alternative; be prepared to discuss additional alternatives; focus on alternatives

specific rather than general. focused on behavior not the person. It is important that we refer to

what a person does rather than to what we think he is. Thus we might say that a person "talked more than anyone else in this meeting" rather than that he is a "loud-mouth."

It takes into account the needs of both the receiver and giver of feedback. It should be given to help, not to hurt. We too often give feedback because it makes us feel better or gives us a psychological advantage.

It is directed toward behavior which the receiver can do something about. A person gets frustrated when reminded of some shortcoming over which he has no control.

It is solicited rather than imposed. Feedback is most useful when the receiver himself has formulated the kind of question which those observing him can answer or when he actively seeks feedback.

Feedback is useful when well-timed (soon after the behavior-depending, of course, on the person's readiness to hear it, support available from others, and so forth). Excellent feedback presented at an inappropriate time may do more harm than good.

sharing of information, rather than giving advice allows a person to decide for himself, in accordance with his own goals and needs. When we give advice we tell him what to do, and to some degree take away his freedom to do decide for himself.

It involves the amount of information the receiver can use rather than the amount we would like to give. To overload a person with feedback is to reduce the possibility that he may be able to use what he receives effectively. When we give more than can be used, we are more often than not satisfying some need of our own rather than helping the other person.

It concerns what is said and done, or how, not why. The "why" involves assumptions regarding motive or intent and this tends to alienate the person generate resentment, suspicion, and distrust. If we are uncertain of his motives or intent, this uncertainty itself is feedback, however, and should be revealed.

It is checked to insure clear communication. One way of doing this is to have the receiver try to rephrase the feedback. No matter what the intent, feedback is often threatening and thus subject to considerable distortion or misinterpretation.

It is checked to determine degree of agreement from others. Such "consensual validation" is of value to both the sender and receiver.

It is followed by attention to the consequences of the feedback. The supervisor needs to become acutely aware of the effects of his feedback.

It is an important step toward authenticity. Constructive feedback opens the way to a relationship which is built on trust, honest, and genuine concern and mutual growth.

Part of the feedback process involves understanding and predicting how the other person will react. Or in the case of our receiving feedback, we need to understand ways that we respond to feedback, especially threatening feedback.

People often react negatively to threatening feedback. This reaction can take a number of forms including:

selective reception and selective perception doubting motive of the giver denying validity of the data rationalizing attack the giver of the data

Following the guidelines to effective feedback can go a long way to limit these kinds of reactions but we need to be conscious of them nonetheless and be ready to react appropriately. When we are on the receiving end of feedback we should be careful to avoid these pitfalls. Try to keep these points in mind.

try not to be defensive check on possible misunderstanding ("Let me restate what I am

hearing") gather information from other sources don't overreact ask for clarification

A Short Example of Effective Communication

Example: Maria: My project coordinator, Judy, is in a slump; she's just not producing her usual caliber of work. I need to find out what the problem is. On the surface, it would seem that getting good information is easy. But like other forms of communication, it takes planning and experience to develop skills in this area

Key Techniques

Focus the discussion on the information needed Judy, I've noticed in the past month that you've fallen behind on keeping the project schedule current. I'd like to figure out with you what we both can do to get it back on track.

Use open-ended questions to expand the discussion You've always kept the schedule up to the minute-until about a month ago. Why the change?

Use closed ended questions to prompt for specifics "What projects are you working on that take time away from your work on this project (warning: closed ended questions are often disguised as open ended as in "Are you going to have trouble finishing this project?)

Encourage dialogue through eye contact and expression This involves nodding in agreeemnt, smiling, leaning toward the speaker, making statements that acknowledge the speaker is being heard. State your understanding of what you are hearing This can be done by restating briefly what the other person is saying but don't make fun of it

"So it sounds like these phone calls have ended up taking a lot more time than you or Jay expected; you think the three of us should talk about priorities; is this your position?"

Summarize the key points; try to get some agreement on the next steps and show appreciation for the effort made so far. "So let's call Jay right now and set up a time when we can meet and iron this out; keeping the schedule updated is a high priority and I'd like to get this settled by Wednesday.

A Planning Form for Constructive Feedback

Instructions: Before the feedback session, answer these questions: what is your purpose in giving the feedback what specific actions do you want to reinforce or correct? what are

the consequences of the action? what do you want to accomplish in this discussion what specific information do you need to learn; what questions do you

need answered what issues of timing, location, advance preparation, or other

logistics do you need to consider to get the most out of the discussion

Observe the basic principles of communication use open ended and close ended questions appropriately use eye contact, encouraging gestures focus on the situation, issue, behavior, not the person maintain the self-confidence and self-esteem of others

maintain constructive relationships with your employees, peers, managers

use active listening techniques such as stating your understanding of what you are hearing

make sure you summarize lead by example

What pitfalls do you need to watch out for and how will these be overcome:from your experience, what potential pitfalls will you need to overcome in order ot achieve success in giving constructive feedback? How will you overcome these pitfalls

Evaluating the Feedback Session

1. State the constructive purpose of your feedback 2. describe specifically what you have observed 3. describe your reactions 4. give the other person an opportunity to respond 5. offer specific suggestions 6. summarize and express your support

How well did the manager: focus on the situation, issue or behavior, not on the person maintain the self-confidence and self-esteem of the other maintain constructive relationships with your employees, peers, and managers take initiative to make things better lead by example

Three Kinds of Interviews

Tell and Sell: fits when judgment of superior acceptable to subordinate, when sub. has

ability to change and desired objectives are obtainable most effective for new employees objectives-communicate employee's evaluation as accurately as possible;

gain employee acceptance of evaluation; most important skill is persuasion can expect some defensive reaction can be difficult if inappropriate behavior is attractive to subordinate often ineffective approach

this method encourages behavior focused toward pleasing supervisor rather than best thinking

Tell and Listen fits same conditions as left objective is to communicate

accurately; give chance to respond there will be defensiveness; listening

skills critical; active listening needed; defensive behavior is reduced; if boss is effective motivator, can induce feelings of acceptance

can be joint problem solving; supervisor may change

risk that subordinate may be satisfied but with no plan to improve job

Problem Solving supervisor no longer judge,

but helper; not diagnosiing and supplying remedies

sup. must be willing to accept ideas for job improvement

must concentrate on situation, not individual

goal is to develop employee skills needed- skillful

questioning; skillful communicator

employee will think constructively if he perceives opportunity to influence process

subordinate will likely feel some increased job satisfaction; but superior may sacrifice some control

failure if subordinate doesn't respond to this method

The Importance of Effective Communication Skillsfor the Non-Sworn Police Employee

Rev. Dr. John E. Sims, Chaplain

 

The most important skill non-sworn law enforcement personnel can possess is the ability to communicate clearly and non-threateningly to those people who come to the police department. How we relate with the persons we are sworn “to protect and defend”, as well as to fellow employees, speaks volumes about who we are as well as our belief in what’s right and wrong. In effect, the attitude we take toward others will be the primary way our community judges the success (or failure) of community oriented policing. Getting along with others is the philosophical basis as well as the practical application of any community-oriented policing policy. Improving the verbal and non-verbal communication skills of non-sworn police personnel should be an important consideration in every police department.

It’s obvious, isn’t it? The first contact the public has with law enforcement is, most of the time, with the person behind the desk at the department. First impressions, at this point, cannot be overestimated. By intentionally assisting the non-sworn employee to present a non-threatening, non-challenging posture to the public, we’ve gone a long way toward improving the understanding of the police in the eyes of the community.

Yet, such an apparent truth oftentimes gets lost in the shuffle of everyday administrative and patrol functions. Forgetting such an important fact obviously isn’t intentional. Rather, it happens because of attitudes and stresses inherent within the law enforcement profession itself. Given the nature of law enforcement, it’s built-in to carefully examine and be aware of all persons; what they’re wearing as well as general appearance. The stress of this orientation on sworn and non-sworn staff has been widely documented.

For example, a young man comes into the department seeking to pay a traffic citation. Perhaps this is the person’s first time in a police department. Perhaps he assumes that the fine can be paid by showing up at the acting shift commander’s desk. By the very nature of the job, law enforcement personnel make certain assumptions based on the appearance of the individual; the clothing worn, the general presentation of the individual, the tone and volume of the voice. If the person is surly or uncooperative or exhibits a “chip on the shoulder”, then the employee will respond accordingly.

Communication theory tells us HOW we say words is just as important as the words themselves! Moreover, the body language we use, coupled with the words we say, cause persons to react either positively or negatively towards us. When persons come into contact with law enforcement, for whatever reason, it is an anxiety producing experience. We in law enforcement should do all we can to minimize as much stress as we can in those with whom we come in contact

There is a way in which respect for the individual can be maintained as well as the integrity of the police employee. The way to accomplish this is by teaching active and positive communication skills to police personnel. Every non-sworn employee needs to know those skills that diffuse tension and calm those with whom we come in contact.

Instead of only reacting to the anxious or defensive individual, we need to know the techniques and skills that can dilute and calm the potentially explosive situation.

For the non-sworn employee, this means staying calm and controlling our attitudes and emotions towards people. The person who comes in anxious and defensive needs to comprehend the police department as personable and respectful. If the individual is demanding or haughty, personnel should be taught to stay in control of their feelings and not react in kind. Our purpose is not to respond negatively, but to make sure WE don’t return spite for spite and make the situation worse.

This doesn’t mean a milquetoast approach in dealing with the public. It DOES mean that, by being aware of what “pushes our buttons”, we are in a better position to control and dissolve any tension instead of adding to it.

Secondly, the non-sworn employee should be instructed as to the importance of “body language” in communication. The posture of the employee says more than words to the public. This is the dimension of professionalism sought by any organization; a capable and efficient manner of doing business that soothes and

eases anxiety. It is not an external bravado that seeks to intimidate or control. Persons who are nervous, for whatever reason, tend to focus on non-verbal signals. The tone of the voice, the volume used in speaking and the speed or cadence of the words influence how the public receives the message of the law enforcement employee. If we improve not only what we say but how we say it, situations which could be explosive can be defused.

The non-sworn employee is an underutilized asset in a department. These persons are the visible one-on-one contact law-abiding citizens have with their police departments. Improving perceptions should be one of the aims of community-oriented policing policy.

There are excellent seminars and training opportunities available which teach the interpersonal communication skills police departments need to improve their perception by the public. Many department chaplains have the skills necessary to effectively lead workshops in improving communication skills. Such training for a department’s non-sworn personnel would be money well spent.

Communication and Stress:Enhancing Communication Skills

Aadron RauschPurdue Univ. Dept. of Child Development and Family Studies Communicating during times of stress is not always easy. Individual differences in personality, communication styles and skills, and expectations all play a part. Sometimes it is best to let issues rest for awhile before trying to communicate. Other times, lack of communication can interfere with regular daily living. After all, the family is a team and communication is essential for the farm and family to function. In addition, without communication, individual family members may be unaware of differing expectations and perceptions of the stressors in their lives. For many farm families, stressful situations bring about issues not previously addressed. For example, two-generation farm families may need to communicate

about equity and decision-making powers within the family. Often in two-generation farm families, the older generation maintains a great deal of decision-making power. However, in times of financial stress, younger generation family members may feel the need for more equitable decision-making power. This perceived inequality could lead to problems and miscommunication if not resolved. Similarly, the family operates systematically with each member maintaining different roles and responsibilities. However, often during stressful times, individual differences and values may raise concern that can lead to strained relationships. For example, many women play the role of peacemaker in the family. However, during difficult times, farm women report feeling a great deal of stress as they maintain the role of peacemaker within the family. Similarly, often one family member oversees the family and farm finances. This person may have vast experience with operating the farm and family expenses, but in bad times, finds it difficult to know what to do, or which way to turn. In this example, the family member may feel as if it is his "job" to find a way out of the current situation on his own. But, feeling backed against the wall, he may begin to resent the lack of support or understanding by other family members. Thus, understanding individual issues and perceptions of the same situations is extremely important. In short, the lack of communication can lead to increased stress, strained relationships, and problems. Conversely, effective communication can help farm families pull together, understand one another, and cope with the short- and long-term stressors.

Coping Through Communication

First, recognize individual communication styles and skills. Some people process information internally. Once they have a clear understanding of an issue, they can share their thoughts with others. Others process issues aloud, and talk through problems to generate solutions. Understanding individual communication styles may help family members to use different communication strategies. Just as important to family functioning, are the issues of when, what, and how to communicate, and with whom. For example, should there be a set time each day or week to discuss important issues? Should family members ask when there might be a convenient time to discuss concerns? What do children need to know about family stressors? This last question is very important.

Communicating with Children

What do we discuss with children? How do we know when children are old enough to understand, or that they could actually benefit from knowing about family stressors? Children who lack information, but sense problems, often blame themselves or take on adult roles to "fix" problems in the family. It is best to talk with children (in language they can understand) about the issues that will affect them directly. For example, there will be less money for 4-H or extracurricular activities. Explain to children how these changes influence them and what will be different. Help children understand that there are issues, but that the family is managing.

Communication and Support

Finally, there is the issue of getting help yourself. What if you have done all you know to do, and still you feel overwhelmed? Talking to a professional about financial management, feelings, or assistance can help to ease the burden. However, factors such as individual personality, upbringing, and culture can influence communication skills and comfort in sharing personal concerns. For an individual who feels that personal problems should remain private, seeking outside help may be virtually impossible. Changing how you feel about getting help can be difficult, and at times frightening. However, there are a wealth of resources in the community. Communicating with others can often open doors and provide new ideas and support for coping with multiple stressors. Recognize reaching out as a strength rather than a weakness, and re-frame the situation in your mind. Say to yourself, "If I needed water, I would ask if I could drink from your well. If I needed food, I would ask to trade my labor for some bread." Try to think of asking for help as a situation of bartering that you will one day return. Family and community, that's what it's all about. So look for the resources in yourself, your family, and your community, and reach out and communicate

Effective Communication

Effective communication skills are essential for academic (not to mention other) advisors.  Providing information in a meaningful way serves as a basis for decisions, which can have a profound influence on a student's entire life.  Advisees are not simply deciding what courses they will take or what they will major in; they are also deciding, if only indirectly, their futures.

Let your advisees tell their story first; do not interrupt their sentences, offer advice, or give suggestions (unless asked to).

Do not bring up similar feelings or problems from your own experience and try not to give the impression that you want to jump right in and talk.

Appreciate the emotion, voice intonation and body language behind his/her words. Obviously, this is not possible through email, but there is nothing wrong with a phone call or a personal visit!

Establish good eye contact and use affirmative head nods and try to avoid nervous or bored gestures and fight off external distractions.

Listen carefully and check your understanding. Paraphrasing what advisees have said or asking a question can help clarify meaning and determine that you're on the same page. Ask yourself whether or not advisees have asked the right questions. Too often, situations such as the following occur:

o Student asks a question and the advisor responds. The advisor then answers the question, but it wasn't really what the student wanted to know-the student asked the wrong question. In such cases, communication often fails, the student may feel embarrassed or confused and therefore stop asking questions. As an associate, you can help keep communication going-try to listen carefully to both what your advisees say and what they do/how they react. Asking questions and checking understanding are two ways to help keep communication going.

Use open-ended questions and similar techniques that enable you to discuss topics with advisees rather than allowing only “yes” or “no” responses.

Talk to your advisees about their backgrounds and experiences, get to know their interests and philosophies, what progress have they made toward their goals, how do they hope to achieve them, and what do they plan for the future. Such a discussion will provide you with helpful information, and it will reflect your concern for advisees as individuals.

Always keep notes about what decisions have been made and why. A quick review before seeing students again will help you recall specific

details. This is another important way to demonstrate your interest in students as individuals.

Respect your advisees as people and show them that you respect them. One way to do this is to make a sincere effort to do an effective job of your advising. Another is to allow your advisees to open up about their feelings and to be respectful and considerate regarding their ideas, choices, fears and concerns.

Encourage your advisees to make informed decisions. They are adults, and, more importantly, they must live with their decisions. Help them to understand how to get the facts about a subject (such as choice of major or sophomore standing). Encourage them to reach out to faculty, staff, alumni and fellow students and to seek out appropriate resources, prior to making final decisions.

Know enough to recognize when an advisee needs help. At times, you may find that one or more of your advisees needs help beyond your capability. In such cases, you need to realize your limitations, and know how to make a referral to the advisor or other appropriate resource/office.

Be available. If you expect to be able to truly help your advisees, you need to be there for them. You cannot provide, even the most, basic support to an advisee if the advisee cannot find you. Be sure to give your advisees your email address, phone number or other way to reach you and your advisor.

And remember:

Most communications have both an intellectual and an emotional component. Listen for the emotional message. If the emotional part of the message seems to be out of proportion or inconsistent with the intellectual part, you may need to examine this discrepancy before a rational decision can be made.

Effective approaches to academic advising go beyond informing and begin to involve some counseling skills including helping and empowering.

Respecting advisees does not mean that you must agree with all of their decisions. The advisor's role is to help them make realistic decisions. If advisors have reason to believe that students will fail or are making a poor choice, they should honestly discuss this perception with them.

Source:  National Academic Advising Association (adapted from)

Active Listening

Active listening is a skill where the listener attempts to hear and accurately respond to the feeling and content of the speaker's message.  It shows that the listener is trying to understand how it feels to be the other person and that they are important.Active listening requires that you listen for the speakers main ideas and the feelings associated with them. It requires that you ask questions to be sure you understand, then restate what you have heard, so that the speaker can clarify any misunderstandings.You cannot fake active listening because it demands more than nodding your head and saying "uh-huh" from time-to-time.  It requires you to understand the person's words and feelings and that you suspend judgment of what is said.  Withholding judgment demonstrates respect for the other person and helps to eliminate the the feeling that they have been "put-down."  Attempting to relate empathetically builds trust and encourages individuals to talk more realistically about what is going on for them.

Listening as an Associate

Advising is more than giving information, it is a communication interaction.  Advising usually involves two people who both deserve to be heard. The student generally needs something from the advisor, so his/her needs take precedence. Advisors need to have good listening skills to help improve and strengthen relationships with advisees. These skills also increase the advisors value to advisees.  Listening enables you to more accurately assess a situation and can help assure that you won't make a mistake.An advisor's listening skills can also affect an advisees' feelings about being in school and their self-esteem (no one wants to feel as though their thoughts, opinions or concerns are unheeded).  Good listening can also show that the institution cares about them, that they can rely on someone who will listen and help.  Advisees tend to regard a good listener as more reliable and trustworthy, authoritative, and able.  It also assures that the advisees are in a situation where they are treated with respect and as equals.Here are some examples of active listening skills for associates:

Let your advisees tell their story first; do not interrupt their sentences. Relax and try not to give advisees the impression you want to jump right in

and talk. Appreciate the emotion, e.g. voice intonation and body language, behind

your advisees' words. Establish good eye contact.

Use appropriate facial expressions. Use affirmative head nods. Avoid nervous or bored gestures. Fight off external distractions. Periodically, check your understanding of what you hear, not what you want

to hear. Ask clarifying or continuing questions to demonstrate that you are involved

in what is said. Constantly check to see if advisees want to comment or respond to what has

been said to them. Take notes, if necessary, where certain facts and data are important.

Barriers to Good Listening by Associates/Advisors Judging what was said rather than listening for understanding; evaluating. Name calling; always find something of value in what the person has said. Analyzing, solving, or ignore advisees issues or concerns Changing the subject or redirecting the conversation. Assuming that communication has happened. Advisors have the power and backing of the institution, information and

experience. Advisors can think they know what is happening with students and therefore

not listen. Advisees can be afraid of bothering the advisor or embarrassed for not

knowing how to solve/identify a problem.

Put What You've Learned Into Practice Consciously work at listening. Realize that it takes 21-30 days to change behavior. Make a 30-day plan. Make a commitment. Write down your objectives. Find a friend to work with you. Discuss the topic of listening with others. Observe others listening. Tell people that you are working on listening

Steps in Developing an Effective Communication Procedure

1. Write down the kinds of services provided, who provides them, and what methods are used (e.g., in writing, by telephone, by face-to-face contact, in group or individual settings).

2. Estimate the frequency of staff contact with Limited English Proficient (LEP) or sensory or speech impaired individuals. Base the estimates on the person's primary language, degree of impairment, and probable need for different types of communication aids.

Methods of obtaining such estimates include taking a census of contacts with patients and community members over a given period of time or using demographic data on the service area (the U.S. Census information may be found at your local library or on the Internet). Combining these methods will probably result in the most realistic estimates.

3. Consult with persons with LEP, sensory impairments, and speech impairments, or community groups or organizations that represent them, to discuss:

o unique communication needs o problems experienced in seeking and receiving services o recommendations on how to meet communication needs o situations in which only qualified bilingual or sign language

interpreters are appropriate (for reasons of confidentiality and assurance of quality interpretation, especially in a medical setting, family members and/or friends are not recommended as interpreters)

o sources of qualified bilingual and sign language interpreters o effective methods of notifying persons of the communication

procedures and options available at no additional cost o how to provide an equal opportunity for persons with sensory or

speech impairments, and for LEP persons to be aware of your programs, activities, and services.

4. Determine how staff will identify the communication needs of individuals at the initial point of contact. Community groups may suggest and assist in translating key phrases, such as: "What language are you speaking?" or "Where does it hurt?" (which can be read or shown to the client). Voice tapes of key phrases can be helpful. Persons with sensory or speech disabilities should be asked which communication methods and auxiliary aids they prefer. This may involve different methods depending on the nature, length, or complexity of the communication.

5. Identify staff who are truly bilingual, i.e., persons who with a high degree of accuracy and fluency can communicate (speak and write) with equal skill in

English and a non-English language concerning the subject matter of the health care services or information to be provided. If indicated by the probable demand, make arrangements in workload or job functions so that these bilingual staff can be released for interpreter duties as necessary without adversely affecting their job performance or career advancement. The method of assessing bilingual staff should be part of the procedure.

6. Make formal arrangements with individuals or organizations to obtain the services of qualified interpreters when needed. This may take whatever form is agreeable to both parties, such as a contract, a written agreement, or a memorandum of understanding 2. Possible ways of providing interpreter services are to use a telephone interpreter service or local educational institution. It is important to provide a qualified interpreter, especially in situations requiring medical terminology and explanations, and in situations of stress for the patients. Unqualified interpreters should not be used by providers before the LEP person or hearing-impaired person has been fully informed of the availability of qualified interpreters and communication options at no cost to the person. Having been so informed, the person may elect to rely on an unqualified interpreter (children, family members, friends) in a particular situation.

7. Develop, maintain, and routinely update a list of all bilingual persons, organizations, and staff members providing bilingual services including telephone numbers, addresses, languages available, conditions under which the person(s) are available, hours of availability, etc.

8. Identify staff who will be responsible for implementing effective communication with LEP and sensory-impaired persons. This may be a single coordinator with back-ups, or all staff members, depending upon the organization.

9. Write down the procedure or method to be used by staff to ensure effective communication, including such topics as:

o how staff can identify the language used or the communication needs of individuals on the telephone and in person;

o how bilingual/sign language interpreters will be provided during all hours of operation (existing staff, formal arrangements, etc.);

o how appropriate information about a person's communication needs and use of interpreters or other aids will be recorded and shared;

o how effective initial and continuing notice can be given to LEP persons and to persons with impaired hearing, vision, or speech, regarding programs, services, and activities, including the availability of interpreters and other communication facilitating aids (without charge to the client). Note that the regulation implementing

Section 504 requires that an agency/facility "that provides notice concerning benefits or services or written material concerning waivers of rights and consent to treatment shall take such steps as are necessary to ensure that qualified disabled persons, including those with impaired sensory or speaking skills, are not denied effective notice because of their disability" (45 C.F.R. §84.52(b)).

o how a clear understanding of written materials relating to admission, treatment, or other aspects of informed consent, including all documents requiring a signature, can be reached with persons who have sensory or speech impairments or who are not proficient in English.

10.Regularly notify and train all staff on the written communication procedure. Such a procedure will be effective only if they understand the reason for it and how to use it. Management's task is to bring this about through training and direction.

In planning for the costs of providing interpreter services, be advised that recipients of Federal financial assistance from the Department of Health and Human Services (this includes Medicare, Part A providers) are responsible for providing communication-facilitating auxiliary aids without cost to those needing them.

Procedure for Communicating Information to Persons with Sensory Impairments The following is a sample procedure for effective communication with persons with sensory impairments. (Name of provider) will take such steps as are necessary to ensure that qualified persons with disabilities, including those with impaired sensory or speaking skills, receive effective notice--written material or other communication--concerning benefits or services. Effective notice should cover for example, consent to treatment, waiver of rights, authorization to dispense medical information, handling of personal valubles, financial agreement(s), financial obligations, assignment of insurance benefits, Medicare patient certification and payment request.

For Persons With Hearing Impairments: Qualified sign-language interpreter -- For persons who are deaf/hearing impaired and who use sign-language as their primary means of communication, the following procedure has been developed and resources identified for obtaining the services of a qualified sign-language interpreter to communicate both verbal and written information:

(Insert the information for obtaining the services of a qualified sign-language interpreter. The information should identify the staff person authorized to obtain the interpreter, the information on the agency that has agreed to provide the service, telephone numbers and hours of availability and/or a list of qualified staff interpreters. Methods used to train patient contact staff in the use of effective methods of communication with Sensory Impaired persons should also be included. Note: Family members and friends should not be used as interpreters. The only case when this is acceptable is when the patient/client has been made aware of the availability of qualified sign-language interpreters at no additional charge and, without any coercion whatsoever, chooses the services of family members or friends).

If your agency/facility utilizes a Telecommunication Device for the Deaf (TDD), give an explanation of where it is located, how to operate it, and the telephone number. If there is an arrangement for sharing a TDD, give an explanation of the sharing arrangement, the telephone number and the procedures for borrowing the device. If you are using your State Relay Service, give an explanation of how this is used. For Persons With Visual Impairments: Reader -- Staff will communicate the content of written materials concerning benefits, services, waivers of rights, and consent to treatment forms by reading them out loud to visually impaired persons. Large print, taped, and braille materials -- (If any of these aids are chosen, in addition to reading, this section should tell what other aids are available, where they are located, and how they are used.) For Persons With Speech Impairments: Writing materials, typewriters, TDD, and computers are available to facilitate communication concerning program services and benefits, waivers of rights, and consent to treatment forms.

Procedure for Communication with Persons of Limited English Proficiency The following is a sample procedure for effective communication with persons of limited English Proficiency.

Policy: It is the policy of (name of provider) to provide communication aids (at no cost to the person being served) to Limited English Proficient (LEP) persons, including current and prospective patients, clients, family members, interested persons, et al., to ensure them a meaningful opportunity to apply for, receive or participate in, or benefit from the services offered. The procedures outlined below will reasonably ensure necessary steps that persons with Limited English Proficiency or impaired speaking skills receive effective notice--written material or other communication--concerning benefits or services. Effective notice should for example cover consent to treatment, waiver of rights, authorization to dispense medical information, handling of personal valubles, financial agreement(s), financial obligations, assignment of insurance benefits, Medicare patient certification and payment request. This information is communicated to LEP persons in a language which they understand. Also, they will provide for an effective exchange of information between staff/employees and patients/clients and/or families while services are being provided. Procedure:

1. The (provider) will designate (employee name and/or title) to be responsible for implementing methods of effective communication with LEP persons.

2. (employee name and/or title) will: o maintain, and routinely update a list of all bilingual persons,

organizations, and staff members who are available to provide bilingual services, and

o develop written instructions on how to gain access to these services, i.e., contact persons, telephone numbers, addresses, languages available, hours available, fees and conditions under which the person(s) are available.

3. In order to ensure effective communication and to protect the confidentiality of (client/patient) information and privacy, the (client/patient) will be informed that the services of a qualified interpreter are available to him/her at no additional charge. Only after having been so informed, the (client/patient) may choose to rely on a family member or friend in a particular situation. The choice of the (client/patient) and presence of an interpreter will be documented after every visit.

Learn what makes relationships work...and how to make them work for you!

The ability for you to successfully build effective working relationships is the key to success in today’s complex business environment. The challenge is discovering how to work in a positive way that fosters the achievement of organizational goals. The first step is being aware of the differences among people and being willing to accept these differences as positive forces within an organization. It all starts with you. This seminar will prepare you to become a conscious communicator who depends on consistent, respectful and credible relationships to achieve results.

Who Should AttendThis seminar is designed for people who want to enhance their relationships or who want to improve their communication skills at work in order to achieve their goals.

How You Will Benefit Define the fundamental competencies needed to achieve solid work

relationships Develop flexibility in actions, thoughts and feelings to better handle any

situation Identify and accept personal and professional responsibilities in

communicating effectively with others Identify and avoid communication mistakes such as misinterpreting others Learn how to build rapport and achieve trust Investigate emotions and how they translate into workplace emotional

intelligence

What You Will Cover Defining Components of Effective and Ineffective Workplace Relationships What makes relationships work? What makes relationships fail? Identifying Communication, Perception and World-View Process What is communication ? Is it the process of creating shared meaning? What is perception, how is it formed, and what is its role in forming effective relationships? Worldview and perception—values, beliefs, attitudes and how I see others Investigating Emotions and Emotional Intelligence

What is Emotional Intelligence and what role does it play in communication and relationships? What role do emotions play in the workplace? Building Better Relationships with Ourselves Self-awareness... self-esteem...self-concept... self-fulfilling prophecies Identify and avoid communication mistakes such as misinterpreting others or acting like you’re listening when you’re not External Relationship-Development Tools: Creating and Maintain Trust, Believability and Honesty Why we need trust and believability What gives and takes away trust and believability How to get, recover and maintain trusting relationships Developing And Showing a Positive Attitude Finding and communicating a positive attitude Building positive can-do relationships Analyzing Communication and Thinking Style Preferences Communication differences and flexing Strong and trusting relationships built on flexing communication styles Assessing and Sharpening Verbal and Nonverbal Behaviors and Skills I can’t read your mind—I can only respond to what I see and hear Find out if the messages you’re sending are the ones you really want to send Troubleshooting verbal and nonverbal hazards

Gain the skills, insights and competencies required in all negotiations—in every industry...at every level.

Whether it’s allocating resources for a project, funding a new initiative or establishing a supply chain for a new product or service, negotiation is inevitably at the heart of the process. But few people understand the structure, techniques and approaches available to them as they seek to positively influence an outcome.

This hands-on seminar gives you a step-by-step guide to effective negotiation—from establishing a formal planning process to prioritizing issues. From mastering persuasion techniques to identifying the communication styles of effective

negotiators. From breaking deadlocks to negotiating as part of a team. From recognizing and using leverage to adjusting your strategy to the media used in the negotiation.

Who Should AttendExecutives, managers, salespeople and top-level deal makers who are responsible for negotiating the best possible terms of an agreement for their company.

Note: This program is not intended for labor union negotiators on either side.

How You Will Benefit Know when—and when not—to negotiate Develop an effective plan and strategy for any negotiation Know what behavior to adapt at each stage of the negotiation Adjust your communication style to achieve desired results Successfully apply the principles of persuasion to any negotiation situation Effectively negotiate face-to-face, on the phone or through e-mail and other

media Recognize and counter the most common negotiating ploys Move from “no” to “maybe” to “yes”

What You Will Cover Introduction to the Negotiation Process Explain the business importance of taking a win-win approach to negotiation Describe what influences the negotiation process Planning the Content of Your Negotiation Determine alternatives to a settlement before negotiating Learn about the importance of using a negotiation planning guide Negotiation Stages Chart the course of a negotiation through its five stages from both the content and relationship Identify the causes of resistance you may face during the negotiation process Communication Styles Determine your style of communication Adjust your style to get the results you want Persuasion Apply the structured persuasion model to improve your ability to convince others of your point of view Planning a Strategy for Negotiation Consider various dynamics that impact the negotiation process

Use of space, time and environment Negotiating with a Team Explain how to organize, control and effectively manage a team Negotiation Ploys and Tactics: Measures and Countermeasures Why you need to know ten key negotiation tactics

Managing conflict is the key to career success in today’s changing workplace!

In today’s workplace, issues such as increased team interaction and a shifting organizational structure are creating new conflict areas. That’s why it’s essential that you develop the communication skills to effectively handle conflict in a wide variety of workplace situations. And because conflict management is so vital for career success, you need to learn these skills now, and AMA’s intensive three-day seminar is designed to help you do just that.

Who Should AttendBusiness professionals who want to develop more flexibility in responding to conflict—and want to manage it in ways that build better relationships and opportunities for mutual gain.

How You Will Benefit Understand what’s really involved in conflict Gain an awareness of how your feelings, attitudes and behavior work

together in response to conflict Communicate more confidently to build relationships and clarify

misunderstandings Create a climate that encourages the expression of true feelings and goals Increase efficiency and productivity—model openness with individuals and

teams Reduce stress by learning to manage conflict

What You Will Cover Understanding Conflict Gain a deeper and broader working definition of conflict

Use conflict as an opportunity to build better relationships and collaborate effectively with others Assessing the Conflict Identify the origins of a conflict Differentiate between positions and interests in a conflict situation Outcomes—Your Road Map to Constructive Conflict Resolution Establish outcomes as the first step in your communication strategy Develop a step-by-step procedure for setting and achieving outcomes Identify Conflict Resolution—Styles and Strategies Identify the thinking and behavior of your predominant interpersonal style under calm and stressful conditions Develop effective strategies in responding to different styles Your Emotions—The Starting Point for Managing Conflict Develop more awareness of your emotions Learn to identify different emotions Identify and understand how your emotional triggers work Criticism Self-criticism Responding to criticism from others Offering criticism to others Building Trust and Demonstrating Understanding Determine what kind of listener you are Demonstrate skills to build rapport Overcoming Conflict Through Improved Communication Differentiate among the four communication styles Use guidelines to achieve assertive communication Set goals to achieve desired verbal and nonverbal communication style Putting It All Together Reference a six-step conflict management model Experience analyzing a real conflict situation Activating Your Will, Directing Your Energy—Your Personal Action Commitment Describe ways and list next steps to move beyond wishing for change by activating your will Develop an action plan to become a better communicator and skilled conflict manager

Gain recognition, build stronger work relationships and deliver high-value results for yourself and your organization

Leaders appreciate when employees take the responsibility to communicate new ideas, innovations and better ways to get the work accomplished. But taking on the challenge of sharing your insights is not an easy task. The key to expressing yourself in a variety of professional situations is knowing how to use adaptive communication effectively. This seminar offers practical strategies for informing and influencing others—no matter where they fit in the organizational chart.

Who Should AttendEmployees, managers and executives who want to build the communication skills that encourage dialogue throughout the organization and between different departments and levels.

How You Will Benefit Gain recognition by showing managerial effectiveness, leadership and

creativity Create new opportunities for yourself within your organization Break down the barriers that stand between team cooperation and

organizational effectiveness Reduce frustration by building cooperation between different silos Enhance productivity by gaining support and commitment Build espirit d’corp and productive workplace relationships

What You Will Cover Gaining and exhibiting self-esteem Targeting your message by knowing your audience and linking your

message to their needs Building team commitment and ownership Interpersonal techniques for influencing up, down and across the

organization Building compelling and persuasive business cases Constructing an informative, attention getting project update

Capitalize on combined strength for increased productivity.

How do you and your boss view success? Do the two of you handle pressure, stress and conflicts in similar ways? Learn how to team for better decision making and problem solving. Turn management into a mutually beneficial and productive force.

Through role-play and real-world exercises, this seminar provides you with the skills to take specific actions to negotiate and reduce these “gaps” and more. You will be able to take charge of the relationship and gain additional accomplishment to maximize performance achieved by you, your boss and the greater organization.

Who Should AttendNew to mid-level supervisors and managers and everyone who has a boss will benefit from this course.Note: Administrative professionals interested in creating a working partnership with their boss should register for Partnering with Your Boss.

How You Will Benefit Anticipate and effectively deal with competing interests and conflicts Increase motivation, morale, recognition, confidence and work satisfaction Be able to communicate insights and ideas more clearly Become more proactive vs. reactive Get increased balance of support and direction Create an effective two-way interaction and enhance project workflow Build mutual trust and confidence Understand shared expectations, objectives and goals

What You Will Cover What you and your boss contribute to the job situation The mutual benefits of working collaboratively and how to take advantage

of them Identify expectations, communication goals and “gap” How, when, what to—and what not to communicate to your boss READ your boss’s distinct styles and “negotiate” for the style that

complements yours

How to praise upward and handle conflicts and help your boss and your department succeed

Develop an action plan to improve performance and get the authority to get the job done

Understand how emotions affect your job performance—and learn practical techniques to manage them!

Through videos, individual exercises, small-group discussions, self-assessment instruments and skill-practice sessions, you’ll examine the link between emotions and stress in your daily life and learn the behavioral practices that can help you productively manage your emotions. You’ll leave the seminar with strategies for smoothing out the emotional roller coaster rides—so you’ll feel more satisfied at the end of the work day.

Who Should AttendOffice staff, sales and customer service professionals, managers and supervisors and any employee who is experiencing intense emotional/stressful situations at work.

How You Will Benefit Understand the connection between emotions and workplace stress Maintain your emotional composure on the job and maximize work

relationships Effectively express your emotions through assertiveness communication

skills Create work environments where emotional honesty and emotional energy

are accepted Learn how to balance the physical, mental and emotional aspects of life Control your emotions and achieve positive interaction in teams and work

groups

What You Will Cover

Understanding stress: cause and effects of stress... personal stress and lifestyle assessment...an altruistic look at stress: perception is reality

A closer look at feelings and emotional well-being: perception and defense mechanisms at work

A balanced account: paying off emotional debt Characteristics of emotional health Emotional intelligence: raising your EQ Communicating or controlling? Balance or ballistics?: understanding

assertive communication...turning problems into projects...developing three-part assertiveness messages

Rituals: managing emotions and stress

Managing conflict is the key to career success in today’s changing workplace!

In today’s workplace, issues such as increased team interaction and a shifting organizational structure are creating new conflict areas. That’s why it’s essential that you develop the communication skills to effectively handle conflict in a wide variety of workplace situations. And because conflict management is so vital for career success, you need to learn these skills now, and AMA’s intensive three-day seminar is designed to help you do just that.

Who Should AttendBusiness professionals who want to develop more flexibility in responding to conflict—and want to manage it in ways that build better relationships and opportunities for mutual gain.

How You Will Benefit Understand what’s really involved in conflict Gain an awareness of how your feelings, attitudes and behavior work

together in response to conflict Communicate more confidently to build relationships and clarify

misunderstandings Create a climate that encourages the expression of true feelings and goals

Increase efficiency and productivity—model openness with individuals and teams

Reduce stress by learning to manage conflict

What You Will Cover Understanding Conflict Gain a deeper and broader working definition of conflict Use conflict as an opportunity to build better relationships and collaborate effectively with others Assessing the Conflict Identify the origins of a conflict Differentiate between positions and interests in a conflict situation Outcomes—Your Road Map to Constructive Conflict Resolution Establish outcomes as the first step in your communication strategy Develop a step-by-step procedure for setting and achieving outcomes Identify Conflict Resolution—Styles and Strategies Identify the thinking and behavior of your predominant interpersonal style under calm and stressful conditions Develop effective strategies in responding to different styles Your Emotions—The Starting Point for Managing Conflict Develop more awareness of your emotions Learn to identify different emotions Identify and understand how your emotional triggers work Criticism Self-criticism Responding to criticism from others Offering criticism to others Building Trust and Demonstrating Understanding Determine what kind of listener you are Demonstrate skills to build rapport Overcoming Conflict Through Improved Communication Differentiate among the four communication styles Use guidelines to achieve assertive communication Set goals to achieve desired verbal and nonverbal communication style Putting It All Together Reference a six-step conflict management model Experience analyzing a real conflict situation Activating Your Will, Directing Your Energy—Your Personal Action Commitment

Describe ways and list next steps to move beyond wishing for change by activating your will Develop an action plan to become a better communicator and skilled conflict manager